The academic–vocational divide in three Nordic countries : implications for social class and gender
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous stu...
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ftunivhelsihelda:oai:helda.helsinki.fi:10138/233788 2024-01-07T09:44:14+01:00 The academic–vocational divide in three Nordic countries : implications for social class and gender Nylund, Mattias Rosvall, Per-Åke Eiríksdóttir, Elsa Holm, Ann-Sofie Isopahkala-Bouret, Ulpukka Niemi, Anna-Maija Ragnarsdóttir, Guðrún Department of Education Koulutussosiologian ja -politiikan tutkimusryhmä 2018-03-28T13:35:01Z 25 application/pdf http://hdl.handle.net/10138/233788 eng eng Routledge 10.1080/20004508.2018.1424490 Nylund , M , Rosvall , P-Å , Eiríksdóttir , E , Holm , A-S , Isopahkala-Bouret , U , Niemi , A-M & Ragnarsdóttir , G 2018 , ' The academic–vocational divide in three Nordic countries : implications for social class and gender ' , Education Inquiry , vol. 9 , no. 1 , pp. 97-121 . https://doi.org/10.1080/20004508.2018.1424490 ORCID: /0000-0002-5133-2086/work/43222379 85057829178 70e864a4-2c33-426c-93b0-40da4cbbb102 http://hdl.handle.net/10138/233788 cc_by openAccess info:eu-repo/semantics/openAccess 516 Educational sciences Vocational education SOCIAL CLASS GENDER POLICY CURRICULUM educational praxis Article publishedVersion 2018 ftunivhelsihelda 2023-12-14T00:06:41Z In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors. Peer reviewed Article in Journal/Newspaper Iceland HELDA – University of Helsinki Open Repository Education Inquiry 9 1 97 121 |
institution |
Open Polar |
collection |
HELDA – University of Helsinki Open Repository |
op_collection_id |
ftunivhelsihelda |
language |
English |
topic |
516 Educational sciences Vocational education SOCIAL CLASS GENDER POLICY CURRICULUM educational praxis |
spellingShingle |
516 Educational sciences Vocational education SOCIAL CLASS GENDER POLICY CURRICULUM educational praxis Nylund, Mattias Rosvall, Per-Åke Eiríksdóttir, Elsa Holm, Ann-Sofie Isopahkala-Bouret, Ulpukka Niemi, Anna-Maija Ragnarsdóttir, Guðrún The academic–vocational divide in three Nordic countries : implications for social class and gender |
topic_facet |
516 Educational sciences Vocational education SOCIAL CLASS GENDER POLICY CURRICULUM educational praxis |
description |
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors. Peer reviewed |
author2 |
Department of Education Koulutussosiologian ja -politiikan tutkimusryhmä |
format |
Article in Journal/Newspaper |
author |
Nylund, Mattias Rosvall, Per-Åke Eiríksdóttir, Elsa Holm, Ann-Sofie Isopahkala-Bouret, Ulpukka Niemi, Anna-Maija Ragnarsdóttir, Guðrún |
author_facet |
Nylund, Mattias Rosvall, Per-Åke Eiríksdóttir, Elsa Holm, Ann-Sofie Isopahkala-Bouret, Ulpukka Niemi, Anna-Maija Ragnarsdóttir, Guðrún |
author_sort |
Nylund, Mattias |
title |
The academic–vocational divide in three Nordic countries : implications for social class and gender |
title_short |
The academic–vocational divide in three Nordic countries : implications for social class and gender |
title_full |
The academic–vocational divide in three Nordic countries : implications for social class and gender |
title_fullStr |
The academic–vocational divide in three Nordic countries : implications for social class and gender |
title_full_unstemmed |
The academic–vocational divide in three Nordic countries : implications for social class and gender |
title_sort |
academic–vocational divide in three nordic countries : implications for social class and gender |
publisher |
Routledge |
publishDate |
2018 |
url |
http://hdl.handle.net/10138/233788 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
10.1080/20004508.2018.1424490 Nylund , M , Rosvall , P-Å , Eiríksdóttir , E , Holm , A-S , Isopahkala-Bouret , U , Niemi , A-M & Ragnarsdóttir , G 2018 , ' The academic–vocational divide in three Nordic countries : implications for social class and gender ' , Education Inquiry , vol. 9 , no. 1 , pp. 97-121 . https://doi.org/10.1080/20004508.2018.1424490 ORCID: /0000-0002-5133-2086/work/43222379 85057829178 70e864a4-2c33-426c-93b0-40da4cbbb102 http://hdl.handle.net/10138/233788 |
op_rights |
cc_by openAccess info:eu-repo/semantics/openAccess |
container_title |
Education Inquiry |
container_volume |
9 |
container_issue |
1 |
container_start_page |
97 |
op_container_end_page |
121 |
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1787425583035056128 |